Learning in Interaction

How do students learn in schools? What role do individual
differences play in learning? How can you improve learning
environments to more optimally help students learn and develop?

Common to all these processes is that they take place while and
because we interact. Interaction is the motor of learning and
development, and it is therefore key to improving education.

While we all can recognize these interactions, in this Master
track you will learn to take a scientific, evidence-based approach
to examine these day-to-day interactions. We take a close look at
the complex processes through which we learn academic subjects, we
develop cognitive and meta-cognitive skills, and we acquire social
competencies.

Different theoretical perspectives and didactic approaches come
together in this Master track to understand learning processes in
context, and to examine the challenges that arise in optimizing
learning environments to learners' needs.

The track is designed to provide you with a blend of skills,
theoretical background and practical experience required to
understand learning processes and to (re)design learning
environments.

Courses cover diverse evidence-based perspectives on learning
processes and key characteristics of learners and context. This
will enable you to apply design principles for optimal learning
environments. In your research project (research proposal and
thesis) you will work in small groups, guided by a staff member.
Your research will be embedded in the research currently conducted
by our researchers, so you can profit from our updated expertise
and academic experience.

Connecting your academic training to practice is the focus on
the internship. Here you will work within an organization (a
school, university, publisher of educational materials, etc.) in
trying to address a real issue where your expertise as educational
scientist is needed.

Periods

Courses

1

2

3

4

*Methods and Techniques for Evaluation Research (5 EC)

The course offers in-depth knowledge, insights and skills
related to quantitative empirical research, with a special focus on
(quasi) experimental evaluation research.

Learning in Human Interaction (5 EC)

Focuses on the centrality of human interaction in learning and
development. Examines theoretical underpinnings and empirical
evidence about the most important sources of human interactions in
educational settings: the interaction of learners with their
teachers, and their interaction with peers.

*Master thesis (25 EC)

Students conduct their final research project, from research
question to the scientific, written report: the Master's Thesis.
Students work in close collaboration with their supervisor, in a
thesis projects that is well-embedded in active research lines of
our staff members.

Learning in Interaction with Artefacts (5 EC)

Focuses on design principles and roles of learners in
interaction with different sorts of artefacts, and on the unique
learning opportunities that interaction with artefacts can
offer.

*Internship (5 or 10 EC)

Students apply their expertise as educational scientists to
tackle a real question embedded in an educational organization.

This module teaches students about the organization and
management of educational institutes. The starting point is the
different approaches to organizing a school that stem from various
perspectives on organizations.

Student Diversity in the (Inclusive) Classroom (5 EC)

This course acts as a framework to the track, from which the
limitations of the principle “support meets needs” are
analyzed. Relevant themes are the role of teachers and the design
of learning environments to support learning given multiple sources
of student diversity.

Reflection in & on Learning (5 EC)

How do students learn and how does metacognition influence
learning? Metacognition is an important concept in cognitive
theory. It consists of two basic processes occurring
simultaneously: monitoring your progress as you learn, and making
changes and adapting your strategies if you perceive you are not
doing so well. The course focuses on the big ideas about
metacognition.

Admission requirements

Applicants might be invited to hold a (Skype/FacteTime)
interview with the Admission Board as part of the application
procedure.

knowledge minimum

If you have any deficiencies in connection with Statistics and
Research Methodology then we offer the possibility to take
pre-master courses. The Admissions Office will inform you if you
would qualify for this. For more information about the premaster
have a look at the SPO site: http://spo-groningen.nl/premaster-statistics-and-research-methodology/

For unrelated HBO / university degree you need to submit an
admission request (with CV and copy of diploma and grade lists) to:
admission committee.pedok@rug.nl
Information about the pre-master: www.spo-groningen.nl

written request

Students with a

Bachelor's degree in Pedagogical Sciences from a university
other than the University of Groningen

Bachelor's degree in Educational Sciences from a university
other than the University of Groningen

Important: International students who need unconditional
admission to apply for a scholarship need apply to the programme at
least 2 months previous to the scholarship application
deadline.

Registration procedure

To apply for this programme, first go to Studielink. After you have submitted your
details in Studielink, you will receive an e-mail with the
information necessary to activate your user account for OAS (the
Online Application System).
See the application
procedure for some guidance in OAS

Then, please upload the following documents in OAS:

a copy of the (Bachelor) diploma on the basis of which you ask
admission to our programme (both original language and translated
in English)

a copy of your transcript of records (both original language
and translated in English)

a copy of your results for one of the mentioned English tests
(except for native speakers)

applies to students with a bachelor's degree in Educational
Sciences obtained at a university other than the RUG, see ADMISSION
REQUIREMENTS, written request (below).

Pedagogical Sciences

All Research universities

Additional requirements

Additional requirements:

written request

More information:

applies to students with a bachelor's degree in Educational
Sciences from a university other than the RUG, see ADMISSION
REQUIREMENTS, written request (below).

Admission requirements

Specific requirements

More information

assessment interview

Applicants might be invited to hold a (Skype/FacteTime)
interview with the Admission Board as part of the application
procedure.

previous education

BA - or BSc in the Educational Sciences or in one of the other
Social Sciences

Language requirements

Exam

Minimum score

IELTS overall band

6.5

TOEFL paper based

580

TOEFL computer based

237

TOEFL internet based

92

Registration procedure

Please register through StudieLink. After you have submitted
your details in Studielink, you will receive an e-mail with the
information necessary to activate your user account for OAS (the
Online Application System).

* a copy of the (Bachelor) diploma on the basis of which you ask
admission to our programme (both original language and translated
in English)
* a copy of your transcript of records (both original language and
translated in English)
* a copy of your results for one of the mentioned English tests
(except for native speakers)
* a copy of your passport or ID card
* a letter of motivation

If you have any doubts about your application, please contact us
at bss.msc.admission@rug.nl.

Our research is conducted within the Groningen Institute for
Educational Research (GION), which allows
for smooth connections between the research we do and the courses
we teach. This means that your research project (Master's thesis)
will be supervised by active researchers in the field and that your
project will be closely connected to a larger research
initiative.